Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/55300

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dc.contributor.authorBento, Marcopor
dc.contributor.authorPereira, Írispor
dc.contributor.authorLencastre, José Albertopor
dc.date.accessioned2018-07-12T15:01:03Z-
dc.date.issued2018-
dc.identifier.citationBento, M., Pereira, I., & Lencastre, J. A. (2018). Bridging the gap between practitioners and researchers: Critical factors in teachers’ professional learning in the era of mobile learning. In Cristina Sylla and Eva Brooks (eds.), Special Issue on Bridging the GAP between Researchers and Practitioners in Child-Computer Interaction (Bridging the GAP). Elsevier.por
dc.identifier.urihttp://hdl.handle.net/1822/55300-
dc.description.abstractI n an ever-changing society, the school is slow to adapt to a world in which learning is ubiquitous, with technology available to empower it. There is a new student profile, with a way of thinking, acting, communicating and learning. However, when we talk about teacher profiles, we will have to analyse them in the light of their positioning regarding a process of transformation of pedagogical practices. This is the scope in which this research fits. We intend with this study to understand how teachers develop and transform their pedagogy in the context of a professional development situation incident on strategies of mobile learning, flipped learning and gamification. We present the qualitative data analysis in which teachers express their opinion about this experience. The results suggest the existence of four critical dimensions in professional learning: Teacher Attitudes, Learning Contents, Learning Context and Learning Processes. The analysis shows more specific levels in each of these four dimensions, however showing that the two great types of teacher attitudes: transformative or resistant, arise as enhancer or else hindering in the processes of transformation. The main implications of these results are equable and discussed.por
dc.description.sponsorshipEuropean project COST (European Cooperation in Science and Technology) under the action digital literacy and multimodal The practices of young children (DigiLitEY). Fundação para a Ciência e Tecnologia (FCT) under the program 'Technology Enhanced Learning and Societal Challenges' (TEL-SC).por
dc.language.isoengpor
dc.publisherElsevier B.V.por
dc.rightsrestrictedAccesspor
dc.subjectMobile learningpor
dc.subjectFlipped learningpor
dc.subjectGamificationpor
dc.subjectTeachers’ professional learningpor
dc.titleBridging the gap between practitioners and researchers: Critical factors in teachers’ professional learning in the era of mobile learningpor
dc.typearticle-
dc.peerreviewedyespor
rcaap.embargofctAté o artigo ser publicadopor
dc.subject.fosCiências Sociais::Ciências da Educaçãopor
dc.description.publicationversioninfo:eu-repo/semantics/acceptedVersionpor
sdum.journalInternational Journal of Child-Computer Interactionpor
Appears in Collections:CIEd - Artigos em revistas científicas internacionais com arbitragem

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